High School Graduation ≠ College Readiness

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Deborah Davis Adjunct Faculty Shawnee State University. High School Graduation College Readiness . Shawnee State University Freshman from the local area would be more successful if remedial courses are part of their High School Curriculum. - PowerPoint PPT Presentation


High School Graduation College Readiness

High School Graduation College Readiness Deborah DavisAdjunct FacultyShawnee State UniversityRESEARCH TOPICShawnee State University Freshman from the local area would be more successful if remedial courses are part of their High School Curriculum.I see freshmen at Shawnee in English Composition who need far more remediation than seems reasonable. Compass scores preclude many from entering Freshmen Courses. Remedial classes are not funded for the students at the college level. Therefore, remediation, if required, should be available at the high school level.

INTRODUCTIONStudents graduating from Scioto & adjacent County who complete COMPASS tests indicate a frequent need for remediation.College Readiness (too broad)Scioto County Students (what of them)Students in Scioto County are not successful as college freshman (impracticable & why)University funding is in short supply for remedial coursework Why is remedial coursework required?Scioto County Students are not ready for college (closer, but still too broad).Students who need remediation should take it while in high school!

LITERATURE REVIEW - 1Three Articles from Educational Journals are reviewed for College Readiness issues.Cline, Z, Bissell, J, Hafner, A, & Katz, M. (2007). Closing the college readiness gap. Leadership, 37(2), 30-33. Conley, DT. (2008). Rethinking college readiness. New Directions for Higher Education, 144(WI), 3-13. Katsinas, SG., & Bush, VB. (2006). Assessing what matters: improving college readiness 50 years beyond Brown. Community College Journal of Research and Practice, 30, 771-786.



Readiness?Cline preparing students to succeed in college-level work rather than on fulfilling basic eligibility requirements that are primarily course- and grade-based (p. 30). 50 percent of entering freshmen system wide [who] need remediation in English or mathematics. That 50 percent is out of the 33 percent of high school seniors should be eligible to enter the California State University system (p. 30). Conley the degree to which previous educational and personal experiences have equipped them for the expectations and demands they will encounter in college (p. 7)four facets: key cognitive strategies, key content knowledge, academic behaviors, and contextual skills and knowledge (p. 3). Katsinas & Busha seamless system that improves articulation and degree completion, and that promotes a positive trajectory from our nations secondary schools into higher education (p. 772).


Is There

A Gap?Cline Statistics show that the dropout rate at the university level is significantly higher among those who arrive at college academically under prepared (p. 30). students often struggle in their first year as they attempt to meet strict college readiness requirements, often requiring a year or more of remediation (p. 31)Conley In short, the differences in expectations between high school and college are manifold and significant (p. 6).Katsinas & BushA lack of college level course work leads to the natural consequence of an unprepared graduate (p. 777).


Can Be

Done?Cline This broad program encompasses curriculum options, professional development for educators, and assessment methods (p. 31). Students are encouraged to think rhetorically, and they develop an ability to respond appropriately (p. 31). Assessments improved markedly under the new curriculum as administered by the newly trained educators. Students were better prepared for college, and more successful, requiring little to no remediation (p. 32). Conley Students need to be challenged throughout their academic careers. Key cognitive strategies, academic knowledge, academic behaviors, and information and its access, are critical elements to success (p. 7-10). College knowledge is distributed inequitably in society (p. 10). Students who want to be college ready need to be set a standard of readiness, not just eligibility. Katsinas & BushAbout 2/3 of high school graduates go on to college (p. 780). . . . the assessment mechanism drives system performance (p. 781). The intense problem, also presented, is the internal pressure and focus on micro-outcomes such as standardized, in-classroom test scores (p. 781). Recommends an emphasis on larger macro level indicators associated with . . . Positive outcomes of high school (p. 781).RESEARCH QUESTIONWould high school graduates in Scioto and adjacent counties be more successful in college and in life if remedial classes were offered at their high schools?Shawnee State Incoming Freshmen from Scioto County schools are more likely to have a successful Freshman year if they any remedial coursework (as indicated by COMPASS or other tests) while in high school.RESEARCH HYPOTHESISIMPACT OF STUDY ON MY PROFESSIONAL PRACTICEWhat is the Impact?Impact to the high schools?It is my fervent hope that the study will aid local high schools in encouraging their for their students to test early and take remedial coursework while at the high school level.Impact to the University?I would love to see this University supporting and encouraging this outreach of preparedness to local schools.Impact to me?It is my desire to have students leave high school in a better state of readiness for college coursework. In doing so, my students, freshman at SSU, will be better prepared to succeed in my class and others!Research typeWhat Type of Research?QuantitativeI intend to compare statistics of juniors and seniors from area high schools who have taken the COMPASS placement exam and determine the placement standards that apply.QualitativeI intend to extensively interview a few students who were and were not successful at college regarding their preparatory experience and impact particularly as regards placement testing and those courses for which placement testing applied.ProcedureWhat Methodof Data Collection?SurveysI will include my existing survey information from educators as precatory informationI will survey high school guidance counselors in the area for perspectives on placement testsI will survey SSU counselors for perspectives on placement testsI will survey and interview students for their inputStatisticsI hope to garner data from local high schools regarding the scores of placement tests and related that information to numbers of students placed and outcome/disposition of those students.I hope to garner data from SSU regarding successful completion of freshman coursework and numbers of remediation attempts.PERMISSIONSWhat Permissionsare NeededFor thisStudy????????????I do not know______________________________________________________________???????????____________________________________________________________It is my hope that by using anonymous data for much of my study, permissions will be minimized. For the interview/analysis, I know something is required.TIMELINEWhat ScheduleisIntendedFor thisStudy?LiteratureGather resources for 10 articles and review by 20 July 2010SurveysPublish before 1 September 2010Gather data by 1 October 2010Analyze data by 1 November 2010InterviewsIdentify subjects by 1 September 2010Baseline Interviews by 1 October 2010General write-up of interviews by 1 November 2010CompilationData assembly by 1 December 2010Compilation/review January-February 2011Publication April 2011THIS HAS BEEN AN EFFORT BY Deborah R. DavisAdjunct Professor of English Composition at Shawnee State University since 2005.A.S, Computer Science - Programming Control Data InstituteA.S. Computer Science Program Management National Defense UniversityA.B. English California State University Dominguez Hills with Minor in Western Civ/Poli SciM.A. (wop) Comparative Literature San Diego State UniversityJ.D. Family & Military Law California Western School of LawMajor, United States Marine Corps (Reserve), Retired


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